This dissertation investigates the impact of limited technology access, the quality of remote learning experiences, and racial disparities on SAT math scores among 11th-grade students. The study spans two academic years, 2018/2019 and 2022/2023, offering a longitudinal perspective on the trends in math scores. The research employs a quantitative…

Ever since males and females have enrolled in school, differences in their academic performance have been observed. It is generally believed that these differences stem from differences in motivation between the sexes, caused by differences in the developmental patterns of males and females. When viewing education as a whole, there is no denying…

The problem addressed in this quantitative ex-post facto study was that African American, Latino, and Native American students have lower reading fluency than Caucasian counterparts. The purpose of this study was to determine to what extent incorporating more literature written by African American, Latino, and Native American authors had on the…

The COVID-19 virus brought on a public health emergency that massively disrupted school systems and learning nationwide. During the 2020-2021 school year, many local education agencies (LEAs) in Pennsylvania and other states adopted remote learning to help slow the virus's spread. However, remote learning came with challenges for students,…

This study investigated Resiliency for Academic Success factors and their possible impact on student achievement among urban high school students, focusing on multiracial students (Trueba, 2002). Educational researchers have investigated reasons for underperformance in academics among students of color. The finding indicates that some students,…

Stereotype threat has been shown to have deleterious impacts on the short- and long-term academic performance and psychological well-being of racial and ethnic minority students. Psychological variables related to this identity threat represent significant sources of achievement and attainment gaps relative to nonstereotyped Asian and white…

This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms…

Background/Context: There is broad agreement about the benefits of taking AP and/or IB courses in high school. Nonetheless, student access to such courses remains uneven and inequitable, due largely to the practice of tracking students by perceived "ability." These tracking practices are often defended based on the contention that…

This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal…

This study shows that minority students who, based upon a standardized test, have shown a high academic performance capability have a readiness for rigorous courses in high school and can sustain high academic achievement over time when compared to non-minority peers. Therefore, the on-going question for many educators needs to be why doesn't…

This report focuses on the extent to which students who are academically far off track in fourth or eighth grade in Kentucky catch up by eighth or eleventh grade. We studied three recent cohorts of Kentucky students whose eighth-grade ACT Explore® scores were more than one standard deviation below the ACT Explore benchmark scores associated with…

Students entering high school in 9th grade face a formidable challenge. The transition to high school from 8th grade brings with it increased risks for all students. For example, students in 9th grade are anywhere from three to five times more likely to fail a class than students in any other grade. Similarly, ninth grade retention rates are…

Experiencing FPBL (Free Project Based Learning) can develop effective content delivery for both teachers and students. With FPBL where students are free to choose their own projects they become intrinsically more motivated and self-confident. In this research study two groups (control group and experiment group) of students are used and two exams…

This paper examines the Algebra II course and California Star Test (CST) proficiency levels in the San Francisco Bay Area and in the State of California. CST proficiency levels are examined by grade level for the State and nine counties of the San Francisco Bay Area region. Algebra II is shown to be one of the more complicated courses in the CSU…

The purpose of this qualitative study was to explore the interconnectedness of the environment, human development, and the factors that influence students' academic performance in a homogeneous ability grouped mathematics classroom. The study consisted of four African American urban high school juniors, 2 male and 2 female. During the 12 week…